Aim/Purpose: Students' perceptions about feedback in e-tests have not been studied using qualitative methods. Therefore, the objective of this study was to investigate the students' attitude towards electronic tests, focusing on the feedback. Background: Despite the advantages of electronic tests, it is one of the neglected technologies in the…

With the incremental integration of technology in writing assessment, technology-generated feedback has found its way to take further steps toward replacing human corrective feedback and rating. Yet, further investigation is deemed necessary regarding its potential use either as a supplement to or replacement for human feedback. This study aims to…

The present study investigated the speaking module of TOEFL iBT with an emphasis on the dichotomy of independent and integrated tasks. The potential differences between the two speaking conditions were intended to be explored based on the oral performance elicited from a group of Iranian test takers. To collect the required data, a simulated…

Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences for the engagement and burnout of teachers' assessment performance has been neglected. To fill this gap, the present study explored this issue in the…

Although group dynamic assessment (GDA) has been gaining attention over the recent decade, its applicability in online context has been left rather underexplored. Hence, the current study examined the effects of GDA on developing EFL learners' written grammatical accuracy in the online context of 'Telegram'. To this aim, 60 Iranian EFL students…

Innovative testing techniques are of great importance in modern classrooms. The institute under study created an innovative achievement test compatible with its blended learning program, otherwise known as digitally-based exams. It was seen that the main benefit of these exams was its environmentally-friendly nature, which led to a decrease in…

Dynamic Assessment (DA) is proposed as a workable diagnostic tool in second or foreign language context. Compared to traditional non-dynamic testing, DA presents a more comprehensive account of human beings' abilities through addressing both the fully internalized abilities and the abilities that are in the process of being internalized. However,…

The current paper examined the impact of Dynamic Assessment (DA) on the speaking skills of EFL learners applying socio-cultural theory, which was developed by Vygotsky (1934). The study also tried to compare the results from online synchronous DA sessions, which were done in the form of one-to-one online training over Google Meet, with the results…

Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of…

The main purpose of the present study is to propose a framework for implementing group dynamic assessment (DA) using students' smartphones for improving and assessing EFL learners' ability to produce well-formed and appropriate requests. This study focuses on five learner reciprocity moves during DA interactions to get deeper insights into the…

For many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In…

This study explored 12 upper-intermediate and advanced learners' affective, behavioral, and cognitive engagement with peer feedback in TOEFL iBT preparation classes in an Iranian English-as-a-foreign-language context. The data were collected from textual analysis of original and peer-reviewed drafts of student writing, qualitative interviews, and…

Despite growing interest in the studies on Zone of Proximal Development (ZPD), its operation in the forms of individualized and group-wide has been controversial. To cast some empirical light on the issue, this study was designed to study the applicability of the two scenarios of ZPD-based instructions to the writing accuracy of two levels of…

Following a suggestion by Poehner [2008. Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting Second Language Development. Berlin: Springer] about the possible merger between group dynamic assessment (GDA) rooted in Vygotskian sociocultural theory (SCT) and computer testing, this study has decided to test the feasibility of…

Throughout this study technology and especially mobile phones was utilized in EFL classrooms in order to see whether it can influence the process of vocabulary formative assessment and consequently improve vocabulary learning of Iranian pre-intermediate EFL learners or not. Two groups of pre-intermediate EFL learners participated in this study.…